讲课unit4教案.doc

新目标7年级上Unit 4 Where is my schoolbag ?
Section B (2a-2c) 教学设计
一、整体设计思路：
本课是一节运用多媒体辅助教学的阅读课，分为读前、读中、读后三个教学环节，通过图片和情景对话导课，运用多媒体图片激活学生相关话题的语言知识，从复习所学语言过渡到阅读策略和写作的培养再到引导好习惯的养成，环环相扣。这节课的亮点是围绕读和找出文章大意而设计的一系列活动。
二、教学背景：
《Where is my schoolbag ? 》是新目标七年级上册第四单元。本单元围绕日常生活用品的摆放展开，本部分围绕Section A所学知识的基础上，通过这一话题，让学生学会一些生活中的物品名称和描述物品的位置，以及方位介词in, on, under等的用法，并掌握Where问句。2a-2c是以2b为中心的阅读任务链，2a让学生根据图画提示写出学过的或者知道的物品的名称，为阅读2b的文章提供词汇铺垫。2b的阅读活动设计渗透了应该合理摆放物品的思想教育，让学生通过阅读，快速判断Kate和Gina谁的物品摆放整齐。在写作风格上，everywhere后面的破折号的用法以及Gina的问句是两个亮点。2c训练的是学生通过阅读提取信息的能力，也是对本单元主要词汇和介词结构的巩固。通过阅读教学习得读、猜词和找出文章中心句的阅读策略。同时培养学生养成干净、整洁、合理摆放物品的好习惯。
三、学情分析
学生在本单元Section A中已经对where句型和介词on、in under有所学习，会用where句型和介词短语来表达自己身边事物的摆放位置，本节课主要通过学习Kate和Gina的房间物品的摆放，让学生会对自己房间或其他事物的摆放位置进行描述。同时也培养学生的阅读技巧和写作技巧。
四、Teaching objectives:
1. Language goals:
(1)Key words: tidy, but, our, everywhere, always
(2) Target language:
a. Can talk about position using the following sentence structures.
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
b. I’m tidy, but Gina is not. My books and tapes are in the bookcase. My keys are in my schoolbag. Her books are everywhere-on her bed, on the sofa and under the chair. Her model plane is under the desk.
2. Ability goals:
(1)Talk about where the things are. Review the things in the room.
Help students to increase their vocabulary about the things around then guide them to describe their rooms by using the prepositions in， on, under and so on.
(2)Train students to read a passage by using correct reading and writing skills like finding the topic sentence, skimming, scanning…
3. Moral goals:
Keep your room and tidy. Remind the students to form good habits in their daily life.
五、Teaching important points:
1. Talk about where the things are. Review the things in the room.
2. Understand the passage in 2b and get useful information.
3. Encourage students to design their ideal room and try to introduce their rooms in English.、
六、Teaching difficult points:
1. Understand the passage in 2b and get useful information.
2. Encourage students to design their ideal room and try to introduce their rooms in English.、
七、Teaching aids:
Blackboard, pictures, group work.
八、Teaching procedures:
Step1 Warming up and leading in
T: Good morning, everyone. Today we’ll learn unit4 Where’s my schoolbag? Section B (2a-2c). This class I will take you to visit several kid’s rooms.
Ask the Ss to look at two pictures of the rooms (one is tidy and the other isn’t)
T: Look at the first one. Can you describe the room? You can say it like this: The room is small.
S1：It’s beautiful.
S2: It’s tidy.
引出本文的新单词tidy。
T：Look at the second one. Can you describe it?
Ss: It’s not tidy.
T: Do you like the room.
Ss: No, we don’t like it.
T: I think you all don’t like it, because it’s too untidy (untidy=not tidy).
通过两张图片的对比，引出本节课的阅读内容，Kate和Gina的房间的物品谁的整洁，谁的不整洁。
Step2 Work on 2b
1. Open your books. Read 2b quickly and find the answers.
(1) Is Kate tidy?
(2) Is Gina tidy?
通过问题，让学生先快速的阅读短文。Guide the student to read topic sentence: “I’m tidy. But Gina is not. “
2. Read the passage again and complete the chart about the things Kate has and where they are.

Kate
Things
Where
books and tapes

in the bookcase
3. Check the answers.
4. Read again and complete the chart about the things Gina has and where they are.

Gina
Things
Where

5. Check the answers.
Step3 Practice
Help students to retell the passage according to the key words
用思维导图帮助学生复习Kate和Gina的东西及位置，同时帮助学生找到文章的主旨句，总结文章的大概内容。学生描述。
1. Look at the blackboard, and describe Kate’s room.
T: Kate is tidy. This is a topic sentence. We must use several sentences to support it.
S1: Her books and tapes are in the bookcase.
S2: Her keys are in her schoolbag.
S3: Her clock is on the desk.
2. Next, please describe Gina’s room. Let students find out the topic sentence and some sentences to support it.
Ss: Gina is not tidy. This is a topic sentence.
S1: Her books are everywhere.
S2: her model plane is under the desk.
S3: Where are her keys? Where is her ruler? Where is her schoolbag? She always asks.
Step4 Role-play
1. If you are Kate, please describe your and your sister’s room. You cab look at the screen.
I’m Kate, and ______ _______ is Gina. I’m ____, but Gina is not. In our room, my ________ and ________ are in the _________. My keys are _______________. I have a _________. It’s __________.
Gina’s __________ are everywhere-- ___________, ___________ and ____________. The white ________ _________ is hers. It’s ____________. “Where are my keys? Where’s my ruler? Where’s my schoolbag?” Gina __________.
2. Teach students about writing skills.
T: If you write an article .You should write the topic sentence first, and then find some sentences to support it. Like this.
Step5 Group work
Just now we learnt how to describe Kate’s and Gina’s room. Can you describe your room? Look at the sentences with “and”. Let students take out their photos of their rooms. Try to describe it with their partners in groups of four. Then choose one student’s photo to show it.
通过展示图片和句子给学生，让学生会用and来描述房间的物品位置。让学生展示自己的图片并用and描述房间的东西。
Step6 Summarize
Let’s summarize what we learned in this period.
Let students look at the picture, and say out it’s not tidy.
T: because they don’t put the things in right place. I think we should keep our room clean and tidy.
If we can keep our rooms clean and tidy. I believe we can keep our world clean and tidy.
Step7 Homework
Please keep your room tidy and clean.
Help your mother or your father clean your house. Next class, take a photo show us.

板 书 设 计
Unit 4 Section B (2a-2c)
思维导图记忆

tidy not tidy

schoolbag desk desk where

keys clock model plane keys, ruler, schoolbag

Kate Gina

books and tapes books

bookcase everywhere(on her bed…)
教学反思：
本课是一节运用多媒体辅助教学的阅读课，分为读前、读中、读后三个教学环节，通过图片和情景对话导课，运用多媒体图片激活学生相关话题的语言知识，从复习所学语言过渡到阅读策略和写作的培养再到引导好习惯的养成，环环相扣。
这节课的亮点是围绕读和找出文章大意而设计的一系列活动。还有关于思维导图的设计，让学生可以更清晰的看到文章的大纲，更好的理解文章并复述文章。
这节课也有不足之处，由于时间的原因，没有让更多的学生展示和描述自己的房间。课后让学生以小组为单位展示自己的房间并描述。